Inflammation-based scores do not predict post-transplant recurrence of hepatocellular carcinoma (HCC) in patients within Milan criteria.

Background: Increased preoperative inflammation scores, such as neutrophil-to-lymphocyte ratio (NLR), platelet-to-lymphocyte ratio (PLR) and inflammation-based index (IBI) have been related to post-transplant HCC recurrence. We evaluated the association between inflammation-based scores (NLR, PLR, IBI) and post-LT HCC recurrence as well as tumour necrosis after transarterial embolisation. Methods: 150 consecutive patients that were transplanted for HCC within the Milan criteria between 1996-2010 were included; data regarding inflammatory markers, patient and tumour characteristics were analyzed. Results: NLR, PLR and IBI were not significantly associated with post-LT HCC recurrence or worse overall survival. Increased NLR and PLR were associated with complete tumour necrosis in the subset of patients that received preoperative transarterial embolization (P<0.05). Cox regression analysis revealed that absence of neo-adjuvant transarterial therapy (OR=4.33, 95%CI 1.28-14.64; P=0.02) and no fulfilment of the Milan criteria in the explanted liver (OR=3.34, 95%CI 1.08-10.35; P=0.04) were independently associated with post-LT HCC recurrence. Conclusion: Inflammation-based scores did not predict HCC recurrence post-LT in our group of patients. NLR and PLR were associated with better response to TAE, as this was recorded histologically in the explanted liver. Histological fulfilment of the Milan criteria and absence of neo-adjuvant transarterial treatment were significantly associated with post-LT HCC recurrence. Liver Transpl , 2014. © 2014 AASLD

Presence of S100A9-positive inflammatory cells in cancer tissues correlates with an early stage cancer and a better prognosis in patients with gastric cancer

BACKGROUND: S100A9 was originally discovered as a factor secreted by inflammatory cells. Recently, S100A9 was found to be associated with several human malignancies. The purpose of this study is to investigate S100A9 expression in gastric cancer and explore its role in cancer progression. METHODS: S100A9 expression in gastric tissue samples from 177 gastric cancer patients was assessed by immunohistochemistry. The expression of its dimerization partner S100A8 and the S100A8/A9 heterodimer were also assessed by the same method. The effect of exogenous S100A9 on motility of gastric cancer cells AGS and BGC-823 was then investigated. RESULTS: S100A9 was specifically expressed by inflammatory cells such as macrophages and neutrophils in human gastric cancer and gastritis tissues. Statistical analysis showed that a high S100A9 cell count (> = 200) per 200x magnification microscopic field in cancer tissues was predictive of early stage gastric cancer. High S100A9-positive cell count was negatively correlated with lymph node metastasis (P = 0.009) and tumor invasion (P = 0.011). S100A9 was identified as an independent prognostic predictor of overall survival of patients with gastric cancer (P = 0.04). Patients with high S100A9 cell count were with favorable prognosis (P = 0.021). Further investigation found that S100A8 distribution in human gastric cancer tissues was similar to S100A9. However, the number of S100A8-positive cells did not positively correlate with patient survival. The inflammatory cells infiltrating cancer were S100A8/A9 negative, while those in gastritis were positive. Furthermore, exogenous S100A9 protein inhibited migration and invasion of gastric cancer cells. CONCLUSIONS: Our results suggested S100A9-positive inflammatory cells in gastric cancer tissues are associated with early stage of gastric cancer and good prognosis

Teaching concurrent programming concepts using scratch in primary school: Methodology and evaluation

Computer programming can help children develop problem solving and analytical skills. Thus, many countries have included computer science in the curriculum of primary school. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, forming a computer science curriculum still remains a challenge. Towards this end, this study focuses on exploring the potential merits of introducing concurrent programming concepts early in the learning process. The basic premise is that although concurrent programming at its full details is a rather advanced topic even at university level, it is everyday practice to perform two or more tasks simultaneously that might need (or not) some sort of synchronization. Therefore, the tutor can capitalize on everyday experience to explain basic concepts on concurrency. Such correlation between life experience and concurrent programming challenges may expand the cognitive functions of the pupils and provide them with further background to improve analytical thinking. The proposed curriculum for fifth and sixth grade primary school was adopted in seven classes in Greece. Results indicate that uninitiated to programming pupils at the age of ten (fifth grade) were able to comprehend basic concurrency topics, while pupils at the age of eleven (sixth grade) with some programming familiarity were able to understand more advanced concepts. © 2018 Kassel University Press GmbH. All rights reserved

Evaluation of Early Introduction to Concurrent Computing Concepts in Primary School

Learning computer programming is a basic literacy in the digital age, which helps children develop creative problem solving, logical thinking and mental flexibility. Many countries have introduced computer science in their curriculum. For example, in the educational system of United Kingdom, pupils are introduced to computer science topics from the age of six, while in Greece the teaching of computer programming commences at the age of eleven. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, the challenge of forming a computer science curriculum that not only offers basic background but expands the cognitive horizon and cultivates the imagination of students, still remains a challenge. Towards this end, this study focuses on exploring the potential merits of introducing concurrent programming concepts early in the learning process. Results indicate that uninitiated to programming pupils at the age of eleven were able to comprehend basic concurrency topics, while pupils at the age of twelve with some programming familiarity were able to understand more advanced concepts and use them successfully for problem solving. © Springer International Publishing AG 2018